Learner autonomy has been a major topic of research in foreign language education for a long time. Despite the prevalent consensus that learner autonomy is concerned with a learner’s capacity to take control or take charge of his/her own learning (Benson, 2013), this does not mean that the teacher’s role is unnecessary. In recent years, many approaches to promoting learner autonomy have been suggested and many empirical studies have been carried out to examine the effectiveness of the approaches. This paper aimed at reviewing approaches to promoting learner autonomy.

This research aimed to explore Indonesian EFL teachers' perceptions of the implementation of Higher Order Thinking Skills (HOTS) in English language classrooms. Specifically, it attempted to explore: (1) teachers’ understanding of HOTS, (2) teachers’ perceptions of the implementation of HOTS in their EFL classrooms, and (3) teachers’ perceived obstacles in the implementation of HOTS. The research employed a qualitative approach with a case study design. Five English language teachers at a senior high school in Jambi Province, Indonesia participated in this research.

The study reported here aimed to examine the effectiveness of the Question-Answer Relationship (QAR) strategy on students’ ability in comprehending narrative texts. Using a quasi-experimental method, this study compared two English classes: one was assigned as the experimental group and the other as the control group, in terms of reading comprehension improvement, which was measured through a pretest and posttest. The study involved a total of 46 eighth-graders of a junior high school in Kerinci regency, Jambi Province, Indonesia.